Read for Purpose and Meaning — Gateway Qualifications Limited Digital Functional Skills Qualification Foundations for Learning Revision

    The 'Read for Purpose and Meaning' element focuses on developing the ability to comprehend a range of everyday texts, such as instructions, informational l

    Topic Synopsis

    The 'Read for Purpose and Meaning' element focuses on developing the ability to comprehend a range of everyday texts, such as instructions, informational leaflets, and short narratives. Learners will apply practical reading strategies like scanning for specific details and skimming for gist to extract relevant information efficiently. Mastery of this skill enhances independence in personal, social, and workplace contexts.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Read for Purpose and Meaning

    GATEWAY QUALIFICATIONS LIMITED
    vocational

    This subtopic develops learners' abilities to engage with a variety of texts to extract meaning, identify their purpose, and recognise how language and layout are tailored to achieve specific goals. Learners apply reading strategies such as skimming, scanning, and predicting to improve comprehension and critically evaluate information, which is a vital skill for everyday life, further study, and employment.

    28
    Learning Outcomes
    51
    Assessment Guidance
    56
    Key Skills
    27
    Key Terms
    59
    Assessment Criteria

    Assessment criteria

    Gateway Qualifications Level 1 Award In English - Read for Purpose and Meaning
    Gateway Qualifications Level 2 Award In English - Read for Purpose and Meaning
    Gateway Qualifications Entry Level Award In English - Read for Purpose and Meaning (Entry 1)
    Gateway Qualifications Entry Level Award In English - Read for Purpose and Meaning (Entry 2)
    Gateway Qualifications Entry Level Award In English - Read for Purpose and Meaning (Entry 3)
    Gateway Qualifications Entry Level Certificate In English (Entry 1)
    Gateway Qualifications Level 2 Certificate In English
    Gateway Qualifications Entry Level Certificate In English (Entry 2)
    Gateway Qualifications Level 1 Certificate In English
    Gateway Qualifications Entry Level Certificate In English (Entry 3)
    Gateway Qualifications Entry Level Award In English - Reading (Entry 3)
    Gateway Qualifications Entry Level Award In English - Reading (Entry 2)
    Gateway Qualifications Entry Level Award In English - Reading (Entry 1)
    Gateway Qualifications Level 2 Award In English - Reading
    Gateway Qualifications Level 1 Award In English - Reading

    Topic Overview

    The Gateway Qualifications Level 2 Certificate in English is designed to develop your reading, writing, speaking, and listening skills to a functional level. This qualification is part of the Foundations for Learning suite, which aims to equip you with essential life skills for further study, employment, and everyday life. You will explore a range of texts, including fiction, non-fiction, and digital media, learning to analyse language, structure, and purpose. Writing tasks focus on clarity, coherence, and accuracy, covering formats like letters, reports, and articles. Speaking and listening assessments require you to communicate effectively in discussions and presentations.

    This certificate is crucial because it demonstrates your ability to use English practically in real-world contexts. Unlike GCSE English, which emphasises literary analysis, this qualification prioritises functional skills—such as understanding instructions, writing emails, and participating in meetings. It is ideal if you are preparing for vocational courses, apprenticeships, or employment. The skills you gain are directly transferable to workplace communication, daily problem-solving, and further academic study.

    Within the wider subject of Foundations for Learning, English sits alongside numeracy and digital skills to form a holistic foundation for lifelong learning. By mastering this certificate, you build confidence in expressing ideas, interpreting information, and engaging with others. The qualification is assessed through controlled assessments and a final exam, ensuring you can apply your skills under timed conditions. Success here opens doors to Level 3 qualifications and improved career prospects.

    Key Concepts

    Core ideas you must understand for this topic

    • →Purpose, audience, and format (PAF): Every text you read or write has a specific purpose (e.g., to inform, persuade, entertain), an intended audience (e.g., teenagers, employers), and a format (e.g., blog, formal letter). Understanding PAF helps you tailor your language and structure effectively.
    • →Language features: Recognise and use techniques like alliteration, rhetorical questions, emotive language, and imperative verbs to achieve your purpose. For example, a persuasive article might use 'You must act now!' to create urgency.
    • →Text structure: Identify how texts are organised—e.g., chronological order, problem-solution, cause-effect. In your own writing, use paragraphs, headings, and bullet points to guide the reader.
    • →Spelling, punctuation, and grammar (SPaG): Accurate SPaG is essential for clarity. Focus on common errors like apostrophes for possession (e.g., 'the student's book') and comma usage in lists. Marks are often awarded for correct SPaG in writing tasks.
    • →Speaking and listening skills: Participate in discussions by listening actively, responding appropriately, and using formal language when required. In presentations, structure your talk with an introduction, main points, and conclusion, and use visual aids to support your message.

    Learning Objectives

    What you need to know and understand

    • Be able to read and understand texts., Know how purpose of texts affects use of language and textual features., Be able to use reading strategies to support understanding.
    • Be able to read and understand a range of texts., Be able to judge the purpose of texts., Be able to use a range of strategies to understand text.
    • Be able to follow a simple text., Know about purpose in text.
    • Be able to read straightforward texts., Be able to use simple reading strategies.
    • Be able to read and understand texts., Be able to use simple reading strategies to support understanding.
    • Be able to follow a simple text., Know about purpose in text.
    • Identify the main purpose and intended audience of simple texts.
    • Apply skimming and scanning techniques to locate key information.
    • Demonstrate understanding of explicit and implicit ideas by answering comprehension questions.
    • Use contextual clues to infer the meaning of unfamiliar words.
    • Select appropriate reading strategies based on the purpose for reading.
    • Evaluate the credibility and relevance of information in texts.
    • Be able to read and understand texts., Know how purpose of texts affects use of language and textual features., Be able to use reading strategies to support understanding.
    • Be able to read and understand texts., Be able to use simple reading strategies to support understanding.
    • Identify the main point of a short, simple text.
    • Determine the purpose of a familiar text type (e.g., to inform, instruct, or entertain).
    • Follow a set of written instructions containing up to three steps.
    • Locate explicitly stated information in a text.
    • Recognise common text features (e.g., headings, bullet points) to aid understanding.
    • Identify the main purpose of a short text (e.g., inform, persuade, instruct).
    • Scan texts to locate specific information (e.g., times, dates, names).
    • Use context clues to determine the meaning of unfamiliar words.
    • Apply prediction strategies to anticipate text content from headings and images.
    • Read and follow simple written instructions accurately.
    • Be able to read straightforward texts., Be able to use simple reading strategies.
    • Be able to follow a simple text., Know about purpose in text.
    • Be able to read and understand a range of texts., Be able to judge the purpose of texts., Be able to use a range of strategies to understand text.
    • Be able to read and understand texts., Know how purpose of texts affects use of language and textual features., Be able to use reading strategies to support understanding.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for clearly identifying the primary purpose of a given text (e.g., to inform, persuade, instruct) and providing at least one textual feature or language choice that supports this identification.
    • Award credit for demonstrating the use of at least two different reading strategies (e.g., skimming for main ideas, scanning for specific details) and explaining how they aided understanding of the text.
    • Award credit for accurately responding to comprehension questions that require inference, main idea identification, or retrieval of explicit information, showing a sound grasp of the text's content.
    • Award credit for accurately identifying the main purpose of a given text (e.g., to inform, persuade, instruct) with clear reference to language features.
    • Expect evidence of selecting and applying at least two reading strategies (e.g., skimming for gist, scanning for specific information) when approaching unfamiliar texts.
    • Look for detailed comprehension demonstrated through summarising key points or responding correctly to explicit and implicit questions about a text.
    • Assess the ability to compare texts of different purposes, highlighting how layout, tone, and vocabulary contribute to meaning.
    • Award credit when the learner correctly identifies the main topic of a short, simple text (e.g., 'It’s about a bus timetable').
    • Credit given for accurately matching a text to its purpose (e.g., a 'No Smoking' sign = to warn or instruct).
    • Evidence must show the ability to follow a short sequence of simple instructions (e.g., circling the correct picture after reading a 2-step direction).
    • Award credit for demonstrating understanding of text by answering basic comprehension questions (e.g., 'What time does the shop open?').
    • Award credit for demonstrating accurate decoding of high-frequency words in a given text.
    • Award credit for correctly answering simple comprehension questions about a short passage.
    • Award credit for showing the use of at least one reading strategy, such as sounding out unfamiliar words or using picture cues, to aid understanding.
    • Award credit for correctly identifying the main purpose of a given text (e.g., to inform, instruct, persuade).
    • Award credit for accurately locating and extracting specific information from a text, such as dates, names, or key actions.
    • Award credit for demonstrating use of a reading strategy, for example by highlighting keywords or explaining how they used pictures to guess unfamiliar words.
    • Award credit for demonstrating the ability to accurately identify key information from a short, simple text (e.g., locating a name, date, or action).
    • Award credit for correctly sequencing two or three events or steps from a simple instructional or narrative text.
    • Award credit for correctly stating the basic purpose of a given text (e.g., to tell a story, to give an order, to provide information).
    • Award credit for using contextual clues (e.g., pictures, headings) to support understanding of the text's purpose.
    • Award credit for correctly identifying the text type and its primary function (e.g., to inform, persuade, instruct).
    • Look for evidence of effective scanning, such as locating specific data without reading the entire document.
    • Credit responses that go beyond literal recall to show interpretation of implied meanings.
    • Accept logical inferences when supported by textual evidence.
    • In coursework, assess the learner's justification for choosing a particular reading strategy.
    • Award credit for correctly identifying the main purpose of a short text (e.g., to tell a story, give information, or provide instructions).
    • Award credit for matching a text's purpose to its key features, such as bullet points for instructions or a title for a description.
    • Award credit for demonstrating the use of at least one reading strategy (e.g., using images, sounding out unfamiliar words, or re-reading) to answer simple comprehension questions.
    • Award credit for accurately identifying the main idea and at least two supporting details in a short text.
    • Look for demonstrated use of scanning to locate specific information, such as a date, time, or price, within a text.
    • Expect learners to correctly infer the meaning of unknown words by identifying and explaining contextual clues.
    • Assess the ability to distinguish between fact and opinion in simple texts, with clear justification.
    • Credit responses that show an understanding of a text's purpose (e.g., to inform, persuade, instruct) through linked examples.
    • Award credit for accurately stating the main idea in the learner’s own words or by selecting a correct option.
    • Credit identification of the text’s purpose supported by a relevant example from the text.
    • Look for correct sequencing or completion of tasks when following instructions.
    • Evidence of locating specific information should be clear (e.g., underlining, circling, or quoting).
    • Accept recognition of at least one common text feature and its basic function.
    • Award credit when the learner correctly identifies the purpose of a text, demonstrating understanding of whether it informs, persuades, or instructs.
    • Look for evidence of scanning by underlining or highlighting key information in the text.
    • Credit application of context clues: explaining how a word’s meaning was deduced from surrounding text.
    • Expect accurate completion of tasks following written instructions (e.g., filling out a form based on the text).
    • Assess ability to answer literal comprehension questions with reference to specific lines or paragraphs.
    • Award credit for correctly identifying the main point or gist of a short text (e.g., 'This note is to remind you about the appointment').
    • Award credit for accurately locating specific information from texts like timetables or lists (e.g., 'The bus leaves at 10:15').
    • Award credit for demonstrating simple reading strategies (e.g., using pictures, headlines, or first lines to predict content before reading).
    • Award credit for correctly identifying the main topic of a simple text (e.g., 'This text is about a party').
    • Expect learners to match text to its purpose from a limited range (e.g., 'This sign tells us what to do').
    • Look for evidence that learners can follow a sequence of up to three instructions in a text.
    • Award credit for accurately identifying the main purpose of a given text (e.g., to persuade, inform, instruct, describe) with clear justification using textual evidence.
    • Expect learners to demonstrate the use of at least two active reading strategies (e.g., skimming for gist, scanning for specific detail, using context clues, summarising) when approaching an unfamiliar text.
    • Look for evidence of understanding through correct answers to comprehension questions that require literal, inferential, and evaluative responses.
    • Require learners to compare two short texts on the same topic, noting differences in purpose, tone, or intended audience.
    • Award credit for demonstrating the ability to identify the main points and overall message of a straightforward text relevant to everyday life (e.g., a letter, email, or short article).
    • Award credit for correctly explaining how the author’s purpose (e.g., to inform, persuade, instruct) is reflected in at least two specific language or textual features (e.g., imperative verbs in instructions, emotive language in a persuasive leaflet).
    • Award credit for showing competent use of at least two different reading strategies (e.g., scanning for a date, skimming for gist, detailed reading to answer specific questions) with a clear rationale for choosing each.
    • Award credit for accurately extracting and inferring information from a text, including distinguishing between fact and opinion where appropriate.
    • Award credit for providing evidence of understanding through verbal or written responses that link specific textual clues to the overall meaning.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡When asked about purpose, always link it to specific evidence from the text, such as emotional language for persuasion or numbered steps for instruction, to show deeper understanding.
    • 💡In assessments, demonstrate your use of reading strategies by briefly noting which strategy you used and why, for example, 'I scanned the text to find the price quickly.'
    • 💡For comprehension tasks, read the questions before the text to focus your reading, and underline key words in questions to know exactly what information to look for.
    • 💡Before answering questions, quickly skim the text to identify its genre and likely purpose, then scan for keywords relevant to the task.
    • 💡Always support your answers about a text’s purpose with direct evidence—quote phrases or describe features like statistics, imperatives, or emotive language.
    • 💡In assessments requiring comparison, use a simple table to note key differences in purpose, audience, and presentation before writing your response.
    • 💡Encourage learners to use pictures, logos, or symbols alongside words to support comprehension.
    • 💡Practice with real-life materials (e.g., supermarket signs, appointment cards) to build familiarity with common text types.
    • 💡In assessments, read the question carefully and underline key words like 'purpose' or 'follow' to stay on task.
    • 💡Remind learners that if they struggle with a word, they can look at the whole sentence for clues before asking for help.
    • 💡In assessment tasks, take your time to look at all parts of the text, including headings and pictures, to help understand the main point.
    • 💡When recording evidence of reading strategies, clearly annotate or explain which strategy you used and why, such as 'I sounded out the letters' or 'I looked at the picture for clues'.
    • 💡Before answering questions, scan the text first to get an overview of its layout and identify key features like headings, bullet points, or bold words.
    • 💡When asked to extract information, underline or circle the exact words in the text that provide the answer to avoid misinterpretation.
    • 💡Point to each word as you read to help keep your place and focus on the text.
    • 💡Look at titles, pictures, or symbols first to get clues about what the text is for.
    • 💡If asked to follow instructions, act them out or trace steps to check you understand the order.
    • 💡Before reading, preview the text by looking at headings, images, and format to predict content.
    • 💡Highlight or underline key words in questions to focus your reading.
    • 💡For inference questions, look for clues in the surrounding sentences.
    • 💡Practice reading a wide variety of real-world texts, such as bus timetables, recipes, and news articles.
    • 💡Before reading, always look at any images, titles, or headings to predict what the text might be about and its likely purpose.
    • 💡When answering questions, underline key words in the text that directly relate to the question to help you find the answer quickly and accurately.
    • 💡Read the questions before engaging with the text to know exactly what information you need to find.
    • 💡Underline or highlight keywords in both the questions and the text to stay focused and evidence your answers.
    • 💡Always refer back to the text to verify your answers; credit is given for text-based evidence, not general knowledge.
    • 💡Practise the sequence: skim for gist, scan for specifics, then read relevant sections carefully for detail.
    • 💡Read the questions before the text to know what to look for.
    • 💡Underline or highlight keywords in the text that relate to the question.
    • 💡Look at the title, headings, or first sentence to quickly identify the purpose.
    • 💡When following instructions, number each step to ensure all are completed in order.
    • 💡Practise with real-world examples such as signs, forms, and short notes.
    • 💡Always underline or highlight key words in questions and scan the text for those words to locate answers quickly.
    • 💡Read the title and any headings first to predict the content before reading the full text.
    • 💡When encountering an unfamiliar word, re-read the sentences before and after to work out its meaning.
    • 💡For instruction-based tasks, follow each step one at a time and double-check your work.
    • 💡Before answering, scan any headings, images, or bold text to quickly grasp what the text is about—this saves time and guides your reading.
    • 💡When looking for specific details, underline or circle key words in the question and then scan the text for those same words or close synonyms.
    • 💡If you don't understand a word, re-read the sentence around it and try to guess the meaning from the context before giving up.
    • 💡Always read the entire text before answering questions; key words may be at the end.
    • 💡Use picture clues to support understanding but check the words to confirm meaning.
    • 💡For purpose questions, ask yourself: is this text telling me something, asking me to do something, or just for fun?
    • 💡Before answering, quickly identify the text type (e.g., letter, leaflet, article) and its likely purpose—this frames your understanding.
    • 💡For multiple-choice questions on purpose, eliminate obvious mismatches first; then check the remaining options against the tone and content of the text.
    • 💡When asked to summarise, focus on the main point using your own words; avoid copying large chunks of the original text.
    • 💡Use the question to guide your reading—highlight key words in the prompt and scan the text for those or related terms.
    • 💡Always identify the text’s purpose first by examining the format and any direct instruction words; this will guide which reading strategy to use and what to look for.
    • 💡When asked to comment on language features, highlight specific words or phrases and explicitly state how they help achieve the writer’s purpose—avoid vague descriptions.
    • 💡Practice timed reading exercises that require switching between skimming, scanning, and detailed reading to build flexibility and confidence for assessment conditions.
    • 💡In evidence-based tasks, underline or annotate the parts of the text that support your answers to show clear links between the source and your interpretation.
    • 💡For inferential questions, look for clues in word choice, tone, and context, and explain your reasoning step by step to demonstrate depth of understanding.
    • 💡In reading tasks, always refer back to the text to support your answers. Use quotations and explain how they show the writer's purpose or effect. For example, 'The writer uses the phrase "a sea of faces" to create a vivid image of a crowded room.'
    • 💡For writing tasks, check your work against the PAF (purpose, audience, format). If you are writing a formal letter, use 'Dear Sir/Madam' and 'Yours faithfully'. If it's an article, use a catchy headline and subheadings. Tailoring your response shows you understand the task.
    • 💡In speaking and listening, use discourse markers like 'firstly', 'on the other hand', and 'in conclusion' to structure your talk. During discussions, show you can disagree politely: 'I see your point, but I think...' This demonstrates higher-level skills.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing the topic of a text with its purpose, for example identifying 'it's about recycling' when the purpose is to persuade people to recycle.
    • Overlooking layout features such as headings, bullet points, or images, and thus failing to recognise how these elements support the text's purpose and aid navigation.
    • Using only one reading strategy in all situations, such as reading every word slowly, rather than adapting strategies like scanning for key dates or skimming for gist depending on the task.
    • Confusing the writer’s purpose with the reader’s personal reaction or opinion about the topic.
    • Relying solely on one reading strategy, such as reading every word linearly, instead of adapting the approach to the text type and task.
    • Misinterpreting informal or persuasive language as purely informative, leading to flawed understanding of the text’s intent.
    • Overlooking visual features (e.g., headings, bullet points, images) that often signal the structure and purpose of a text.
    • Confusing letters or words that look similar (e.g., 'was' and 'saw') when reading aloud or silently.
    • Guessing the purpose based only on pictures without integrating the text, leading to incorrect matching.
    • Misunderstanding sequencing words (e.g., 'first', 'then') causing errors in following instructions.
    • Assuming all texts are for information, overlooking purposes like entertainment or instruction.
    • Confusing similar-looking words (e.g., 'was' and 'saw') due to over-reliance on initial sounds.
    • Guessing words from context without proper phonic decoding, leading to misunderstanding.
    • Skipping over unfamiliar words rather than attempting to decode them, resulting in loss of meaning.
    • Learners often confuse skimming (reading for general sense) with scanning (looking for specific details), applying the wrong strategy for the task.
    • Many learners overlook supporting visual elements such as diagrams or headings, missing crucial clues that aid understanding.
    • Confusing letters or whole words that look similar, leading to misunderstanding of the text's message.
    • Assuming all texts are for the same purpose (e.g., thinking an instruction manual tells a story).
    • Relying solely on pictures without attending to the written words to determine meaning.
    • Failing to read from left to right or skipping lines, which disrupts following the text.
    • Confusing the main idea with supporting details.
    • Relying on guesswork rather than using textual clues for inference.
    • Applying the same reading approach to all texts without considering purpose.
    • Misinterpreting the writer's tone or intent.
    • Misinterpreting the purpose of a text, such as confusing an informational poster with a narrative story.
    • Overlooking simple textual features like bold headings or numbered steps, leading to incomplete understanding of the text's meaning.
    • Attempting to read every word without using context clues, causing frustration and incorrect answers on comprehension tasks.
    • Misinterpreting the main idea by focusing on a minor detail rather than the overall message.
    • Assuming prior knowledge about a topic instead of relying on information explicitly stated in the text.
    • Confusing skimming (reading for gist) with scanning (searching for specific details), leading to inefficient or inaccurate answers.
    • Overlooking key words such as 'not', 'except', or 'always', which can reverse the intended meaning.
    • Failing to use contextual clues effectively, instead guessing word meanings from appearance or isolated letters.
    • Confusing the topic with the main point – providing a general subject instead of the key message.
    • Misidentifying the purpose, e.g., assuming all texts aim to entertain.
    • Missing or misordering steps when following written instructions.
    • Inability to distinguish between essential and non-essential information.
    • Over-reliance on images rather than the text itself to derive meaning.
    • Relying on memory rather than scanning back through the text to find answers.
    • Misinterpreting the overall purpose by focusing on minor details.
    • Guessing the meaning of unfamiliar words without using context clues.
    • Not reading instructions fully, leading to incorrect task completion.
    • Reading word-by-word without pausing to consider overall meaning, leading to missed key points.
    • Misinterpreting common public signs (e.g., confusing 'No Entry' with 'Emergency Exit') due to not combining visual clues with text.
    • Over-relying on decoding skills rather than using context to guess unfamiliar words, resulting in loss of comprehension.
    • Relying solely on pictures rather than reading the text to infer meaning.
    • Misinterpreting common signs or symbols (e.g., confusing 'exit' with 'entrance').
    • Assuming all texts have the same purpose, e.g., thinking an information leaflet is a story.
    • Confusing the writer's purpose with the topic—for example, stating the purpose of a recipe is 'food' rather than 'to instruct'.
    • Over-relying on a single reading strategy, such as reading every word slowly, instead of matching the strategy to the task (e.g., scanning for a specific date).
    • Assuming all texts are neutral; failing to recognise bias or persuasive language in seemingly objective texts like advertisements or editorials.
    • Struggling with unfamiliar vocabulary and not applying context clues (e.g., surrounding words, images, layout) to deduce meaning.
    • Confusing the text’s topic with its purpose—learners may describe what the text is about rather than why it was written.
    • Failing to adjust reading speed and approach; for example, reading every word when only scanning is needed, leading to inefficiency and missed cues.
    • Overlooking how layout features (e.g., headings, bullet points, images) signal purpose and aid navigation, resulting in misinterpretation of the text’s intention.
    • Making unsupported inferences or assuming prior knowledge without referring back to the text for evidence.
    • Misidentifying persuasive language as informative, especially when subtle language choices are used.
    • Misconception: 'I don't need to plan my writing—I can just start and it will be fine.' Correction: Planning is crucial. Spend 5-10 minutes brainstorming ideas, organising them into paragraphs, and noting key vocabulary. This prevents rambling and ensures your writing meets the purpose and audience.
    • Misconception: 'Using big words makes my writing better.' Correction: Clarity is more important than complexity. Use vocabulary you are confident with. Overcomplicating can lead to errors or confusion. Aim for precise, appropriate language for your audience.
    • Misconception: 'Speaking and listening tasks are just about talking a lot.' Correction: Quality matters more than quantity. Listen carefully to others, ask relevant questions, and build on their points. In presentations, practice your timing and make eye contact with your audience.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Entry Level 3 English or equivalent basic literacy skills, including the ability to read simple texts and write short sentences.
    • •Familiarity with basic punctuation (full stops, capital letters, question marks) and common spelling patterns.

    Key Terminology

    Essential terms to know

    • Be able to read and understand texts., Know how purpose of texts affects use of language and textual features., Be able to use reading strategies to support understanding.
    • Be able to read and understand a range of texts., Be able to judge the purpose of texts., Be able to use a range of strategies to understand text.
    • Be able to follow a simple text., Know about purpose in text.
    • Be able to read straightforward texts., Be able to use simple reading strategies.
    • Be able to read and understand texts., Be able to use simple reading strategies to support understanding.
    • Be able to follow a simple text., Know about purpose in text.
    • Text comprehension
    • Reading strategies application
    • Identifying text purpose
    • Inference and meaning
    • Contextual understanding
    • Be able to read and understand texts., Know how purpose of texts affects use of language and textual features., Be able to use reading strategies to support understanding.
    • Be able to read and understand texts., Be able to use simple reading strategies to support understanding.
    • Literal comprehension
    • Identifying main ideas
    • Recognising text purpose
    • Following simple written instructions
    • Locating specific details
    • Purposeful reading
    • Skimming and scanning techniques
    • Using context clues
    • Identifying main ideas and details
    • Responding to comprehension questions
    • Be able to read straightforward texts., Be able to use simple reading strategies.
    • Be able to follow a simple text., Know about purpose in text.
    • Be able to read and understand a range of texts., Be able to judge the purpose of texts., Be able to use a range of strategies to understand text.
    • Be able to read and understand texts., Know how purpose of texts affects use of language and textual features., Be able to use reading strategies to support understanding.

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